The Context for Technology Enhanced Inquiry Based Approaches to Learning
"Learning environments, wherever they may occur, (are) part of an ecosystem that evolves over time, and is very responsive to the context and culture in which they reside" (Johnson, Adams & Haywood, 2004).
"We do not learn in a vacuum. Context is an influential and inevitable part of every learning experience. We cannot choose to be separated from or avoid the context in which we operate, all cognition and reasoning is situated" (Greeno, 1989).
Greeno (2002) disputes factoring assumptions or the idea that we can analyze individual cognitive processes apart from any particular context. A core assumption of learning sciences is that the individual and the learning environment are inseparable, with the meaning of any content being mutually determined through local contextual particulars.
Assumptions of the Role of Context in Instructional Design
Context is a medley of factors that inhibit or facilitate to varying degree
Instructional designs can accommodate context, but cannot control it.
The impact of context varies with the nature of the learner, the content, and the intensity of the contextual elements
There may be multiple contexts for a given learning or performance (Tessmer and Richey, 1997)
If we consider under what conditions, in which context, do which designs/strategies work for which learners for what purpose, then let's set our context....
I'm interested in the ability to transfer classroom learning (in whatever method is used there) to the professional/practical context in which the learner must apply it. GG
MOVING THE WORK FORWARD IS THE IMPORTANCE OF RESEARCH IN THE LEARNING SCIENCES - IMPROVING THE LEARNING - IT'S ABOUT THE LEARNING - EVA
Considered Context
School Level: Intermediate/ junior high in the public system
Class size: 25 (Inclusionary)
Teacher: Early Adopter
IT Policies: Framework developed at the system level with input from school
Web filtration - base model of security
Computers are available for sign out
BYOD although not all students have their own devices
Typical network issues
System policies are in place regarding the use of Web 2.0
Early stages of developing a learning commons with IT support available on a part time basis.
Administrative support
Teachers are aware of possibilities...
References
Greeno, J. (1989). Situations, mental models and generative knowledge. In D. Klahr & K. Kotovsky (Eds.), Complex information processing. Hillsdale, NJ: Lawrence Erlbaum & Associates.
Greene, J. (2006). Learning in activity. In R.K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 79-96)
Tessmer, M. & Richey, R. (1997). The Role of Context in Learning and Instructional Design Educational Technology Research and Development, Vol. 45, (2):pp. 85-115.
The Context for Technology Enhanced Inquiry Based Approaches to Learning
"Learning environments, wherever they may occur, (are) part of an ecosystem that evolves over time, and is very responsive to the context and culture in which they reside" (Johnson, Adams & Haywood, 2004).
"We do not learn in a vacuum. Context is an influential and inevitable part of every learning experience. We cannot choose to be separated from or avoid the context in which we operate, all cognition and reasoning is situated" (Greeno, 1989).
Greeno (2002) disputes factoring assumptions or the idea that we can analyze individual cognitive processes apart from any particular context. A core assumption of learning sciences is that the individual and the learning environment are inseparable, with the meaning of any content being mutually determined through local contextual particulars.
Assumptions of the Role of Context in Instructional Design
Context is a medley of factors that inhibit or facilitate to varying degree
Instructional designs can accommodate context, but cannot control it.
The impact of context varies with the nature of the learner, the content, and the intensity of the contextual elements
There may be multiple contexts for a given learning or performance (Tessmer and Richey, 1997)
If we consider under what conditions, in which context, do which designs/strategies work for which learners for what purpose, then let's set our context....
I'm interested in the ability to transfer classroom learning (in whatever method is used there) to the professional/practical context in which the learner must apply it. GG
MOVING THE WORK FORWARD IS THE IMPORTANCE OF RESEARCH IN THE LEARNING SCIENCES - IMPROVING THE LEARNING - IT'S ABOUT THE LEARNING - EVA
Considered Context
School Level: Intermediate/ junior high in the public system
Class size: 25 (Inclusionary)
Teacher: Early Adopter
IT Policies: Framework developed at the system level with input from school
Web filtration - base model of security
Computers are available for sign out
BYOD although not all students have their own devices
Typical network issues
System policies are in place regarding the use of Web 2.0
Early stages of developing a learning commons with IT support available on a part time basis.
Administrative support
Teachers are aware of possibilities...
References
Greeno, J. (1989). Situations, mental models and generative knowledge. In D. Klahr & K. Kotovsky (Eds.), Complex information processing. Hillsdale, NJ: Lawrence Erlbaum & Associates.
Greene, J. (2006). Learning in activity. In R.K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 79-96)
Johnson, L., Adams, S., and Haywood, K., (2004). The NMC Horizon Report: 2014 K-12 Edition. Austin, Texas: The New Media consortium. Online: http://NMC.org/publications/2014-horizon-report-k12
Tessmer, M. & Richey, R. (1997). The Role of Context in Learning and Instructional Design Educational Technology Research and Development, Vol. 45, (2):pp. 85-115.